Residents Voice Hope, Concern Over New Continuation School


News Report, Nancy DeVille

District officials are hoping the merger of two West Contra Costa schools into a new high school with more academic and behavioral resources will give students the edge they need to succeed. But the move in September to combine Gompers and North Campus continuation high schools into the new Sylvester Greenwood Academy has some Richmond community members concerned about potential gang violence.

“To have people from North Richmond coming into central (Richmond) that may be part of rival gangs, that’s a concern for the community,” said Rev. Donnell Jones, interim executive director of Contra Costa Interfaith Supporting Community (CCISCO), an organization that works to curb gang violence.

“The crime and violence in our city is territorial. That’s publicly known and the evidence is in the homicide records of the city,” said Rev. Jones. “This could be devastating.”

Lt. Andre Hill said the Richmond Police Department did have some initial concerns about the merger but said so far things are going well. Since Greenwood opened for the new school year in September, he said there have been no reports of violent incidents on campus. The school has one school resource officer.

“The district gave those students coming from North Campus an option and some of them declined to come. Some of the parents were not comfortable and they opted to out and they were placed at charter schools within the district,” said Lt. Hill.

Marcus Walton, spokesman for the West Contra Costa Unified School District, said safety is always a top concern and measures are in place to ensure the students are safe. He noted that all of the district’s high schools have students from different neighborhoods throughout the city.

Sylvester Greenwood Academy shares its campus with Leadership Academy, a charter high school. Greenwood is housed on Chanslor Avenue while Leadership Academy faces Bissell. Both schools share joint use of a gymnasium and health center located in the center of the campus. A fence separates the two schools.

“A lot of work was done prior to the student bodies being combined,” Walton said. “The principal met with every single family and student and if there were any concerns, they were addressed.”

The district has implemented a wide array of programs at Greenwood to ensure that students succeed, including mental health services and group counseling, conflict mediation, after-school enrichment and tutoring and one-to-one conferencing with Principal Vincent Rhea and counseling staff.

“The board wanted a state-of-the-art campus for its alternative high school education programs,” Walton said. “This is a campus with the facilities to house students to educate from both campuses as well as provide the instructional resources necessary to make sure students are able to succeed.”

Gonzalo Rucobo works with Bay Area Peacekeepers, an organization that offers mediation and mentoring to youth at Greenwood, Richmond High and Helms Middle School.

He says he is hopeful that things will remain calm on the new campus.

“My biggest concern is that some kids might not feel safe to come to Greenwood Academy from other neighborhoods,” he said, “and then we risk those kids not being enrolled in school.”

An attempt to merge the two schools at a Hilltop site in 2004 was met with stark criticism and the district tabled the plan. Rev. Andre Shumake, a police chaplain and community activist, opposed the district’s merger plan in 2004. But he now supports Greenwood Academy. He believes the school’s increased programs will “promote better alternatives to resolving conflicts.”

“Some of these students have been convinced they can’t succeed and I now see the district’s commitment in working to shift the students’ mindsets,” he said. “This is a second chance and an opportunity for students to get on the right track and the district seems committed to making that happen.

“If we can get these students to get excited about learning,” he said, “then we will see a tremendous drop in the level of violence that’s taking place throughout our city.”

How Much Sanity Is an Acceptance Letter Worth?


Commentary, Anna Tingley

Five hours of sleep. Six hours of school. Two hours of community service because you can’t get into college unless you’ve raised money for a Third World country. Another five hours of homework because you thought you would be able to handle four AP classes. Add in an hour for guilty procrastination on Snapchat, and you have the schedule of a majority of high school students across the nation.

As college looms in the distance, high-achieving teenagers stretch themselves thin in order to stand out among the application pool – even if it means running on no sleep and a lot of coffee.

When students are asked, “Are you OK?”, they are biting their tongue to stop themselves from yelling “NO! I have a comp gov test tomorrow, and a 1,200 word essay to write tonight, and my AP chem grade is on the verge of a B, and I’m exhausted!”

So where do we draw the line? What is too many APs and extracurriculars, and when are colleges going to stop expecting their applicants to be superhuman?

We expect this motivation to stem from parents who want success for their kids. Parents have traditionally served as the strict voice telling their kids what to do, and teenagers as the lazy bums who just want to sleep in until 12, right? Think again. The fear of falling behind is inherent in almost all kids, and few need the push from their parents to put a lot on their plate.

“My parents were even relieved when they saw a couple of Bs on my report card last quarter,” said Albany High student Josh Heller. “Any pressure I have comes from myself. If anything, they want me to care less about school.”

In fact, pressure to do well seems to come from comparing ourselves to other students.

“My parents have never been too involved,” said Albany High senior Jack Sinclair. “But I realized during my junior year of high school that my grades were lagging in comparison to a lot of my friends. The prospect of my friends getting into incredible schools during their senior year, and I ending up somewhere not as impressive, really scared me. College has really become a status symbol.”

So this anxiety is good, right? Stress and motivation seem to form a self-propelling cycle. If you aspire to go to a good college, you use stress to drive you from one point of motivation to the next. Self-induced stress is what pushes students through piles of schoolwork to those moments of inspiration. People survive stressful circumstances in order to achieve those moments of satisfaction, that moment of Right! That’s why I put myself through hell: so I could get to this feeling of accomplishment and peace. 

But few highschoolers can achieve that feeling. There is always something more to be done, and it never quite feels like you’re working hard enough. Once you’ve finished all of your homework, there’s always an SAT prep book waiting to be cracked open. Or how about working on that college supplement essay where you can brag about how you’re the president of three clubs, get straight As, and know how to fly.

Anxiety has really become a buzzword among students. Everyone I know “has anxiety” – some medicated, some not, some involving panic attacks. But everyone claims it in a very real way. Either we’re all bigger wimps, or school has become a place where competition comes first, and learning second.

We live in a world where making the top 10 percent of your class is the most important thing in the entire world, and a B in on your transcript is the next Apocalypse. How much sanity is an acceptance letter worth?

Q&A: Navigating High School When You Don’t Speak the Language


Interview, RP Editors

Editor’s Note: Richmond High School tutor Ivan Rodriguez helps more than 100 students who don’t speak English understand their teachers and get through high school. Most of the students are from El Salvador, Guatemala, Honduras and Mexico.

Richmond Pulse: How did you start doing this work?

Ivan Rodriguez: I came to this country when I was 16 and came to Richmond High School. When I graduated from high school I went to Contra Costa College to learn English — because I didn’t learn a lot of English in high school — and from there I transferred to [the University of California at] Berkeley, where I got my bachelor’s in organizational behavior.

First I wanted to be a businessman. I even started working for a law firm. But I noticed they didn’t take the cases if people did not have the money to pay, so I’ve seen people do a lot of work for selfish reasons. I wanted to work for a non-profit and work with youth and work on something related to education, and with kids who are in the high school-to-college transition.

I wanted to work with my community, because I saw there was a lack of attention to ELD [English Language Development] students when it came to preparing them for college.

RP: What are the some biggest challenges that your ELD students face?

IR: Some of the kids come from countries where they never went to school and they do not know how to read in their native language. It is difficult, because the school doesn’t have someone to teach them basic skills. This makes kids fall behind, and they cannot keep up with the curriculum.

Some of the students are forced to come to school because they are still under 18 — maybe they came to the U.S. to work, but because they are underage they have to go to school. Sometimes that creates a behavioral problem, one we are facing right now. Someone needs to be the bridge between them and the other students in the school. That is what I am doing right now. I am that link between the administration and them, because they come to me to see if I can help them. I am their way of communication.

RP: What is your approach to tutoring?

IR: I need a small group, to be able to pay more individual attention to them. If they have a test coming up, I sometimes pull them out of other classes like physical education to have a review session, or meet them during lunch. We have a club called Alma Latina [Latin Soul], and this club gives them a voice and also has an academic part to it — we meet after school and go over basic English and vocabulary, so we help them acquire more knowledge about the language.

RP: How is teaching recently arrived immigrant students different from teaching other students?

IR: One of the things I have noticed is that the ELD students came here for a reason. They try to learn; they have more respect for the teachers. They want to learn but don’t always get the chance. But because the kids do not speak English, they do not get involved in regular activities, they never get information about college and they do not get other resources on campus.

RP: What are the most important skills your students need to be able to go to college? Are they getting these things here?

IR: Students need to learn English, but they need four years of English to be able to get into a four-year college, and ELD does not count as an English credit — only the last level of the program counts. Basically, an ELD student needs to work extremely hard their freshman year to get out of ELD, which is almost impossible.

So, ELD fills the requirement for high school graduation but does not fulfill the requirement for college. That is a big challenge for all of us. That was the case for me — I applied to some colleges, but didn’t get in because I was lacking those requirements.

Also, since they do not speak English, they do not get involved in different programs that make you a stronger candidate for college. They do not learn about all the scholarships and financial aid that is available. Some of the students think they cannot go to college because they do not have papers, which is not the case.

Right now I am working with the community college here to help be an example to students, to let them know they can still go to a community college and then transfer to a four-year college later.

Young Leaders Program at Richmond High Turns Students into Advocates


By Ronvel Sharper

Last year, during my sophomore year at Richmond High School, I joined a group that from the first meeting gave me hope that we could make a positive impact on the community. It felt safe and inclusive, a place where everyone can come together behind a goal and have fun working toward it.

The Southeast Asian Young Leaders (SEAYL) program started in 2003 as a way to address violence in Richmond after a 15-year-old girl was shot and killed in her house by suspected gang members. Now, over a decade later, the program has evolved to promote “leadership, community improvement and sharing of cultural practices” in the Richmond community at large. It is part of a larger non-profit, Community Health For Asian Americans, which works to improve the quality of life for Asian and Pacific Islander communities in the Bay Area.

Over the years, SEAYL has tackled a variety of objectives to help improve Richmond, from implementing no-smoking/drug free signs at Richmond High School to decrease the usage of drugs on campus, facilitating student workshops to raise awareness and develop solutions for campus issues, to showcasing pictures taken by SEAYL students comparing the density of trash and drug litter in various high schools.

One of the first events I participated in was a campus cleanup, where we collected over 600 cigarettes on a Saturday. I was shocked to see that many butts lying around, especially considering that I’d never seen anyone smoke on campus.

For several years, the group’s focus has been on preventing marijuana use by changing the environment — like posting “drug free zone” signs around schools or restaurants — to in turn change individual behavior (as opposed to conducting individual clinical treatment or counseling). Currently, there are a few initiatives under review to qualify for next year’s state ballot that — if passed — could legalize recreational marijuana use for adults.

Our goal, if recreational marijuana is legalized, is to advocate for safe regulations to protect youth, and limit the number of smokers in Richmond by educating youth about how marijuana affects the body, and exposing how the marijuana industry targets children so they can have future customers for life.

“We provide skills for youth to become advocates in their community,” said Erica Corpuz a youth wellness advocate and mentor for SEAYL students. “This is aimed at coming up with policy recommendations that will best protect youth on the upcoming state ballot in 2016, things that they care about and interested in.”

This summer we ventured outside of our usual meetings and went camping at Walker Creek Ranch in Petaluma. While there we heard from special guests like Robert Rogers, District Coordinator for Contra Costa County Supervisor John Gioia’s office, Robynn Battle of The Loop, a program at University of California, San Francisco that promotes education around tobacco use and tobacco related illness, representatives from the RYSE Center and a speaker from the Asian Pacific Partners for Empowerment Advocacy and Leadership. It was a great time, complete with s’mores, scary stories around the campfire and learning more about our community, possible threats to it and our health.

But the hope, as always, is for our conversations to have a much broader impact.

Any Richmond High School students interested in being a part of SEAYL can contact Youth Wellness Advocate Erica Corpuz at or  (916) 803-5507.

10 Tips to Help You Succeed in High School



by Monet Boyd

It’s September again, and for a lot of young people in Richmond, that means it’s time to start high school. Whether it’s your first year or you just want to make this year better than last year, here are a few tips I’ve compiled from my friends, family and my own experiences to help you do well. These are the things I wish someone had told me when I was entering high school. I hope that by following these tips, you won’t have to make the same mistakes I did.


  1. Make sure academics are your priority

High school is a fun, scary and exciting place, all at the same time. Make sure to remind yourself that school is a place for you to grow and learn. There will be a lot of distractions, but you must continue to do your homework and projects on time. Make sure you find time to study by yourself and with friends. This way you will have folks around you that you can learn from.


  1. Procrastination = Stress

Try your best to stay organized and on top of your assignments. That way, you won’t have to rush to do assignments. Schedule certain times when you want to work on your assignments throughout the week. Doing things last minute can cause a whole lot of unnecessary stress, which as a high school student, you don’t need.


  1. Get to know your teachers/Ask for help

When your teacher asks for volunteers, make sure you raise your hand. This is how you get participation points and they will see you as a decent student. When you don’t understand something, it’s OK to ask your teacher for help after school or during passing period. Simply talking to your teacher will help them to get to know you. When they get to know you, they can write you letters of recommendation, and be more willing to mentor you and help you throughout your years in high school.


  1. Don’t spread yourself thin

I made the mistake of spreading myself too thin. The first semester of my junior year, I took honors physics and pre-calculus in the same semester, while working two jobs, being president of the Black Student Union, and assisting with junior class events. I had the option to take pre-calculus the next semester, but I thought I could handle the workload. I was absolutely wrong. I earned a C in both classes and did not accomplish all of the events I had planned for B.S.U.


When getting involved in clubs and taking honors or advanced classes, know what you can handle.  Give yourself a reasonable course load.


  1. Get involved

Join clubs, student unions, sports, leadership or an academy. These groups are ways for you to make friends, feel connected to your school community, and learn about yourself. Joining clubs, student unions or leadership will also allow you to have a say in your environment. For example, you could plan events in quad, plan rallies or initiate peer tutoring.

  1. Use resources on campus

Take advantage of your career center, find out about scholarships, tutoring for certain subjects, free SAT tutoring sessions, TRIO programs such as upward bound and education guidance. These programs can provide you with opportunities like internships, college visits and informational interviews.


  1. Make friends/Not everybody is your friend

The great thing about high school is that you can meet new people as well as grow relationships you have had since elementary school. Your friends are great when you need to vent, need help with a problem, and can give great advice; and you would do the same for them. Some folks in high school are still finding themselves, just like you, but some may not always have your best interest at heart. You can have as many acquaintances as you’d like, or people you are cordial with, but choose your friend group wisely.


  1. Apply for scholarships

Apply for scholarships throughout your high school career. There are scholarships available for seniors as well as freshmen. Scholarships not only get you money; they also enable you to gain a network of folks that care about your education and are willing to help you throughout your career.

  1. Relax and find time to unwind

Take time to hang out with your friends. Create good memories and enjoy your youth.

How a Dreamer Fell Through The Cracks

 Photo by Andres Reyes

If someone asked me what the proudest moment of my life has been, without a doubt I’d say the moment I received an acceptance letter from UC Davis. I vividly recall sprinting to the garage to tell my parents the big news. Two years later, I found myself back home in Merced, deep in student debt and without a degree, reflecting on where it all went wrong.

I was born in Mexico and came to this country when I was two years old. I am part of the generation known as Dreamers, undocumented students who were brought to this country by their parents at a young age. As I got closer to graduating high school, I was very aware that I would not be able to get financial aid and that my options for paying for higher education were very limited.

I was a good student at Golden Valley High School in Merced and received high grades in most of my classes, graduating with a 3.8 cumulative GPA. My worry was not as much that I wouldn’t get accepted to college, but that I wouldn’t be able to pay for it. My parents told me not to worry and just apply. A few teachers and counselors assured me that there are always opportunities. Thanks to the passage of the Dream Act in 2011, I could now receive financial aid.

But I found myself caught in a grey area. I got accepted into UC Davis in the fall of 2012 but the Dream Act, which allowed me to receive state financial aid, did not go into effect until January 2013. This meant I had to pay a quarter’s worth of studies out of my own pocket.

I applied for scholarship after scholarship and wrote essay after essay. It was an effort that took up a lot of my time, but it was worth it because I won enough local scholarships to pay for the complete tuition for the first quarter.

Everything at UC Davis started out well: I met new people, maintained decent grades, and was generally positive about the new experience of college. However, unbeknownst to me, my personal foundation began to crack during my first quarter and it was only a matter of time until the problems that were piled up spilled over.

I didn’t take into account the cost of living in Davis and had only enough money to pay for my tuition. I had to start relying on my parents for food and rent, knowing very well that my dad, a low-income construction laborer, already had to care for my three younger siblings. Knowing that I was spending money that my family needed weighed down on my shoulders but I tried to ignore it.

An added stressor was choosing a major. At first I wanted to study English, then neuroscience, and then something else and so on. Different majors kept grabbing my attention and I took courses I later regretted.

I was in social isolation as well. I made some superficial friendships but nothing real. I considered joining clubs to get out of my comfort zone but never committed to it, always telling myself that I should focus on what I was there to do––pass my classes.

By the second quarter, the stress began to take a toll. I was finally receiving financial aid, which helped, but my personal expenses still remained an issue. Rent checks began to bounce and despite my father’s attempts to reassure me that we would solve the problem, I could not help but worry. My grades started to suffer in some classes and it made me more negative, beginning a cycle of isolation and stress. I was often triggered by the fear of failure and loneliness.

I isolated myself even further. Leaving my apartment felt like a chore and all I wanted to do was remain within the sanctuary of my home. This mentality was self-destructive and earned me a meeting at the probation office because my grades had put me in academic risk.

When I entered the counselor’s office, I shared all my troubles with her and confessed to being on the brink of depression. She asked if I felt better and I said yes. She made me sign a form that said we had discussed this and told me that if I ever felt the same way again, I should go seek more counseling at student health services. It felt great to share my struggle with someone and I left feeling like I was ready to handle my business.

My third quarter started and I was trying my best to recover academically. Somewhere down the road, I cracked. My grades declined sharply. I started skipping some classes and I completely isolated myself from everyone. I’m not sure what made me slip, but once I slipped I never got back up.

My mother noticed I started calling less and less, but I assured her that everything was ok. It may be because of the culture I grew up in, but I never felt comfortable to share my personal problems. I’ve always kept those to myself and that remained true in those months.

I was in denial about my situation– I sometimes considered seeking help like the probation counselor had recommended, but I never went through with it. I think it was because of the stigma I felt around depression. My grades were at an all time low and I decided to drop out.

After the quarter was over, I had to tell my parents what happened. It wasn’t easy but my silence could not continue. Their reaction was supportive, but I could still feel the disappointment lying under the surface. I wanted them to shout, but they didn’t. They were good listeners and it was probably the most honest conversation I’ve ever had with them. I told them all the problems that I had until then kept to myself. It was a vulnerable moment that I needed in order to start my road to recovery

The UC Davis administration informed that I had to return my financial aid for that last spring quarter because of my academic performance. I owed them about $3000 that I did not have. Until I pay them back, my registration remains on hold and I cannot attend a UC school.

I feel responsible and I’m committed to paying my debt in full. I decided to move back to Merced and attend community college until I saved enough to pay back my debt and could return to a UC. However, finding a job in Merced that will work with a college schedule is difficult and my debt weighs down on me constantly.

I was initially cynical about attending community college, thinking I was downgrading from UC Davis, but it’s been a great experience so far. Rather than remain in solitude, I made the decision to join Movimento Estudiantil Chicano de Aztlan upon enrolling, a club that focuses on empowering Chicanos known as MEChA, and I have benefited greatly from it. My self-esteem has slowly climbed back up and my grades have improved as well.

I’ve decided to study economics and I want to use that to do something to help poor working class families, like mine. After one year, I became the president of the MEChA and I also joined student government. I want to use this momentum to land me back on track and continue my studies at a UC.

I now admit that I was naïve when I was at Davis. I was young, which is a strange thing to say considering that I’m only three years older now. I didn’t realize the weight I was carrying or how much it would wear me down. I felt pressured and feared failure above everything. I was afraid of not being able to afford college and was afraid of being alone.

I feel like more regular sessions with the academic counselor or some other kind of support would have helped me stay grounded in the long run. A one-time visit provided relief momentarily but looking back, I can see now how that just wasn’t enough for me.

Now that I’m back in Merced, I have been challenging myself to leave my comfort zone and I feel that I have matured a lot over these past couple of years. Being at home with the moral support of family and friends has made this easier for me.

Being smart isn’t the only ingredient for college success. Having enough financial aid isn’t the only factor either. Succeeding in college, like in any other part of life, relies on the right combination of many ingredients. And one of those ingredients is knowing when to reach out for help–so you don’t slip through the cracks, as I did.

Small Businesses Discuss What New ‘Global’ Campus Will Mean for Richmond


News Report, Malcolm Marshall

Just as the city of Berkeley developed around the University of California, Berkeley, the planned Berkeley Global Campus at Richmond Bay is expected to be an enormous economic development opportunity for Richmond. But what can be done to ensure that it benefits the city’s small businesses? That was the question at the center of a breakfast meeting in August at the Richmond Civic Center, where about 75 local business leaders filled the room.

The breakfast, sponsored by Healthy Richmond and Richmond Main Street Initiative, in cooperation with UC Berkeley, invited local businesses to discuss how businesses can prepare for opportunities and growth from the new campus. The breakfast also provided a chance to hear from locals on what the Berkeley Global Campus could do to support Richmond businesses.

“There’s going to be a lot of money invested,” said Roxanne Carrillo Garza, Healthy Richmond hub manager. “We’re interested in making sure that business owners themselves had a chance to weigh in on what they need to really be successful and be able to compete for procurement opportunities.”

Biggest economic development since World War II

The Berkeley Global Campus at Richmond Bay is slated to be the largest economic development to come to Richmond since the shipyards of World War II. It will be built at the Richmond Field Station, a site on the waterfront just off the Regatta Boulevard exit of Interstate 580 that has sweeping views the San Francisco skyline. The development will span 152 acres, about three-quarters the size of UC Berkeley’s main campus.

According to the recent “Anchor Richmond” report by the Haas Institute for a Fair and Inclusive Society, the campus will likely become the largest employer in Richmond within a decade. By the year 2040, it’s projected to be at full capacity with a daily average of 10,000 workers, faculty, students and visitors.

A report by UC Berkeley’s Haas School of Business estimates that construction costs could range between $520 million and $900 million. The “Anchor Richmond” report estimates that 2,700 jobs will be generated in the first phase (2014-2018) of construction.

How local businesses can prepare

“I think there’s a need for education, for workforce development, for helping businesses to build their capacities,” said Roesia Gerstein, UC Berkeley’s supplier diversity program manager.

Some groups are already working to give small businesses the tools they need to compete for campus contracts.

Among the attendees were representatives from small business development programs that offer local businesses training and technical assistance to help them compete for UC Berkeley procurement.

This fall, the city of Richmond is also launching the Richmond Build Contractors Resource Center, a new contractors’ capacity building center to help small, local contractors compete for jobs on large-scale public construction projects. According to the chancellor’s office, UC Berkeley plans to partner with the center.

Gerstein is also part of a committee where she represents UC Berkeley in discussions about how to support local businesses. The committee, which aims to draft procurement strategies and ideas, has recommended that UC Berkeley respond to the barriers that local businesses are facing.

Draft recommendations also include calling on UC Berkeley to set a specific goal for increasing procurement from Richmond businesses, partner with Richmond programs that build the capacity of local businesses to compete, and regularly address policies that may create barriers for small businesses to access these opportunities.

At the breakfast, Gerstein said she was energized by the amount of excitement and interest she heard from attendees.

“Part of the challenge,” said Gerstein, “is for us to work through the policies and the regulations and requirements that we have with the State of California and the federal government to able to use local businesses the best way possible.”

But some fear that Richmond’s local residents and businesses could be left out of the prosperity that the global campus will bring.

What happens in Richmond should benefit Richmond

Over a year ago, a coalition of concerned community members formed a group called Raise Up Richmond to make sure the campus is a win‑win for both UC and Richmond. They’ve sought to get UC Berkeley’s commitment to a Community Benefits Agreement that could include guaranteeing local hiring, a housing displacement fund, affordable
housing and the protection of longtime residents from displacement.

Earlier this year, UC Berkeley Chancellor Nicholas Dirks committed to entering into a Community Benefits Agreement but what concessions, if any, that agreement will contain is still being determined.

“The stakes are very high for the people of Richmond,” said Todd Stenhouse, spokesperson for Local 3299 of the American Federation of State, County and Municipal Employees. “Whether it’s making sure there are good jobs in the community or making sure people aren’t displaced from their homes or making sure that small businesses have a chance to share in any prosperity that is connected to the project. Absent a CBA, there are no such guarantees that the project will realize its promise.”

Small business owners learning about new campus

Catahoula Coffee owner Timothy Manhart, who attended the breakfast, says he’s seen Richmond grow since he first opened his neighborhood coffee shop on San Pablo Avenue. He says he may not see a huge uptick in his business from the campus but is interested in the impact the campus will have on the overall Richmond community.

“When the housing collapsed, that’s when I started my business at Catahoula. Seeing all the turbulence that hit, what I saw as a benefit were young professionals who started seeking out Richmond,” he said. “That’s what I think will really help out the overall status of Richmond, just being the last affordable place that’s commutable distance to San Francisco to live.”

Carrillo Garza of Healthy Richmond said the business breakfast provided attendees with information on opportunities they didn’t know about.

For Salvador Moreno, who works at Pro Sound on 23rd Street doing car stereo and alarm installations, the breakfast was the first time he had heard about the planned UC Berkeley campus coming to Richmond. He said he came to the event in search of information about training to better serve his customers.

“Some trainings and connections with partners would help us most,” he said. “Training on how to use the Internet more. I’m just starting to learn it and now it comes with the new systems in the new cars so I need to learn a bit more to do better.”

Richmond resident Charlene Chabural, who works for local general contractor Overaa Construction, came to the event to network with other local business professionals.

“We’ve been following the story on the Richmond Global Campus and it’s something we’re very excited about,” said Chabural. “We know that it’s going to open up a lot of opportunities for our line of work and also for our subcontractors.”

“It really comes down to two things,” added Carrillo Garza. “It’s to make sure our local businesses thrive here and scale up so they can actually compete for these opportunities; and to make sure there are more jobs for our local residents. At the end of the day, we want to make sure that 1,000 people are getting hired for these business opportunities.”

How I Learned to Stop Littering… and Start Composting


Commentary • Ronvel Sharper

Many teachers helped me through my sophomore year at Richmond High, two of them especially: Mr. Angel Ponce-Larsen and Mr. Richard Seeber. They tried their best to prepare students for the future in different ways, though students don’t see that most of the time.

Mr. Ponce assigns loads of work, pushing you to your limit, to help you reach or exceed your potential. For some, that’s absolute torture, but I really enjoyed being his student. I would have deliberately failed his class just so I could take it again — but that would have looked bad on my record, and my parents would have given me a huge lecture before taking away my phone (which is my life).

The same goes for Mr. Seeber. He isn’t a strict teacher — compared to Mr. Ponce, anyway — but he’s one who’ll never hate you at all. He stays laid back and even allowed us to use our phones during certain activities — like one time when he let us listen to music as we wrote essays.

They both emphasized two things: Mr. Ponce always hinted that he wanted us to push ourselves to great heights and be the best we could, while Mr. Seeber always told us to be positive, because there are many things to look forward to in life.

But together, they helped me get involved in making Richmond a more environmentally friendly place.

They introduced me to the Y-PLAN program, which stands for Youth — Plan, Learn, Act, Now! Y-PLAN engages teens in city planning projects and gives them an opportunity to research and present ideas to city officials.

Along with my biology teacher Clare Sobetski — who’s passionate about this kind of stuff — Y-PLAN has made me more aware of my environment.

I’d already worked with another environmental group called Earthteam, so I thought this would be all review to me. I was wrong.

Through Y-PLAN, I learned that environmental sustainability is about maintaining the conditions that let nature and human beings exist together — basically, peacefully coexisting with what we need for human life. But we also learned about individual subjects, dividing into groups that researched topics like “maintenance” and “compost.”

My group created a presentation about why composting has become important for the environment and sustainability, and how it can help make Richmond a more eco-friendly city. I knew from the start that we would create presentations based on our subjects — but I didn’t have a clue we would present to the mayor.

I suck at presentations, but we practiced and I improved my oral presentation skills a bit. When the big day came, my nervousness almost overcame me, until my group members “helped” by giving signs not to forget what I was supposed to say (such as dirty looks every time I stuttered). Now I’m always striving to help make Richmond a better community, and it was really fun, too.

Without these teachers to introduce me to Y-PLAN, I wouldn’t have known how bad the environment had become, wouldn’t have begun to care for it, and would probably be littering to this day.

Richmond Seeks to Bridge the Digital Divide

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News Report • Nancy Deville

The days when homework only required lined notebook paper, a No. 2 pencil and a bulky thick textbook are long gone. Now teachers assign homework that requires Internet access.

But when parents like Lourdes Avila can’t find room in the monthly budget for Internet service, they fear their kids will fall behind.

“We looked into getting Wi-Fi but it’s just so expensive,” said Avila, whose son Alejandro is a rising sophomore at Richmond High School. “Even if there’s a special when the prices go up after a month, it’s just not affordable for us. So far my son’s teachers have been pretty understanding but I worry about what will happen next school year. I try and get him as much help as I can.”

When Alejandro needs Internet access to finish a homework assignment, he’s forced to stay late after school or wait in line at the Richmond Public Library to use a computer.

City officials are working to help ease Richmond’s digital divide by providing free Internet service in underserved neighborhoods. One million dollars will be drawn from Chevron’s $90 million community benefits package to fund the initiative. No timeline is set for when the community Wi-Fi project will launch, as it will depend on when the funds will be allocated, city officials said. But the first phase will start in the Iron Triangle where more than 2,000 homes, or 40 percent of the neighborhood, are without broadband.

“There is a saturation of homes that are already paying for service, but we are looking to assist the community members that currently don’t have Internet access,” said Sue Hartman, information technology director for the city of Richmond.

“Internet shouldn’t be throttled with limited bandwidth for underserved communities and greater bandwidth for the folks that can afford it.”

Last year Building Blocks for Kids provided antennas that offer free Internet to a few households in the Iron Triangle. The city’s program would expand the Wi-Fi offerings.

The city’s broadband program will coincide with West Contra Costa Unified School District’s plan to distribute tablets to students starting in 2016-17 school year.

“Several other Bay Area cities have focused on external community Wi-Fi but Richmond is working to bring free wireless Internet inside the home,” Hartman said.

While the digital divide has narrowed dramatically in the past decade, one in five households in California still doesn’t have Internet access at home, according to a statewide Field Poll released last month. The findings reveal that those least likely to have Internet access at home are adults who have not graduated from high school, seniors, adults with disabilities, Spanish-speaking Latinos, low-income households and non-citizens. According to the poll, 79 percent of California adults have high-speed Internet at home, which is up from 55 percent since 2008.

The divide can also be traced to educational outcomes, a problem known as the “homework gap.” It’s an issue teachers are trying to balance. As they work to integrate technology into the classroom to better prepare students for the real world where computer skills are mandatory, teachers also don’t want to penalize those whose parents can’t afford Wi-Fi service at home.

“The district has done a lot to make sure students have equitable access to technology in schools so that gap is closing,” said Ben Gill, who teaches information technology at De Anza High School. “At-home Wi-Fi is no longer a luxury. It is a necessity and it really comes down to the haves and have-nots.”

Gill says he runs a paperless classroom and it can be hard for some to keep up.

“Those students that don’t have that broadband connection at home, they get creative and use their smartphones for a lot of stuff. But a lot of time, they can’t. So they end up behind and have to stay after school and have to give up other extra-curricular activities.

“A kid shouldn’t have to make the choice of playing football or doing their homework after school just because they don’t have broadband access at home.”

Finding Power


By Ronvel Sharper

The Young Men’s Empowerment Group at Richmond High School, led by counselors Kawal Ulaneday and Lakeyssia Brown, taught me how to react in bad times, helped me when I felt trapped and made me—and the other people in my group—more conscious of our decisions and how we make them.

When I first joined this group, I didn’t really see the purpose in it. I didn’t think I would need it, because I didn’t think I’d ever be depressed or encounter situations so bad that I couldn’t help myself. I was wrong.

Since it began in 2013, the group has provided support and healing for youth who have experienced complex, traumatic experience in their lives. It is funded by the City of San Pablo and functions as a partnership between YMCA of the East Bay and the high school, to provide counseling services out of the campuses’ health center.

Ulaneday says the group is like a circle at school, where students can feel safe to be vulnerable and share their experience.

For me, it’s like therapy. We talk about our day and week, usually something different each time. At one meeting we talked about what inspires us, everyone listed masculine inspirational figures, but I said I was inspired by the ‘Powerpuff Girls.’ Rather than being teased for these feminine role models, I was accepted—one guy even said he’s also inspired by them. In addition, we also discuss how to help the community and let out anger in a productive way.

“We try to create safety for them and a feeling of connection with others,” said Ulaneday of the environment the leaders aim to establish for us students. “Symptoms of trauma can really affect young men’s ability to form relationships and also with having healthy sense of self.”

Recently, I found myself in a complicated situation in need of honest advice. If I hadn’t been part of the group I could’ve lost some great friends. But the guys offered practical help and now all I can say to them and the staff members is, “Thank you.”